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ADHD and Asperger Syndrome in Smart Kids and Adults: Twelve Stories of Struggle, Support, and Treatment [Minkštas viršelis]

4.52/5 (40 ratings by Goodreads)
(Yale University School of Medicine, Connecticut, USA)
  • Formatas: Paperback / softback, 224 pages, aukštis x plotis: 229x152 mm, weight: 410 g, 3 Tables, black and white; 1 Line drawings, black and white; 1 Illustrations, black and white
  • Išleidimo metai: 19-Aug-2021
  • Leidėjas: Routledge
  • ISBN-10: 0367694905
  • ISBN-13: 9780367694906
Kitos knygos pagal šią temą:
ADHD and Asperger Syndrome in Smart Kids and Adults: Twelve Stories of Struggle, Support, and TreatmentDidesnis paveikslėlis
  • Formatas: Paperback / softback, 224 pages, aukštis x plotis: 229x152 mm, weight: 410 g, 3 Tables, black and white; 1 Line drawings, black and white; 1 Illustrations, black and white
  • Išleidimo metai: 19-Aug-2021
  • Leidėjas: Routledge
  • ISBN-10: 0367694905
  • ISBN-13: 9780367694906
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780367694906.html
Raktažodžiai:

This book offers detailed examples of individuals who have above average cognitive intelligence, but struggle with executive function impairments of ADHD and significant social-emotional impairments of Asperger syndrome.



ADHD and Asperger Syndrome in Smart Kids and Adults offers detailed examples of individuals who have above average cognitive intelligence, but struggle with executive function impairments of ADHD and significant social-emotional impairments of Asperger syndrome.

The book centers around twelve case studies of bright children, teens, and adults treated for both ADHD and Asperger syndrome. Each chapter describes diverse examples of their strengths and their difficulties and explains how these individuals can be helped with appropriate treatment to overcome their ADHD impairments and to improve their ability to understand and interact more effectively with others. Case examples are followed by updated, science-based descriptions of these disorders.

Providing science-based information about ADHD and Asperger syndrome in clearly understandable, accessible language, this text is ideal for clinicians, educators, social workers, medical and mental health service providers, and parents of those struggling with such impairments. It also argues for restoring the diagnosis of Asperger Syndrome to diagnostic manuals of the American Psychiatric Association and World Health Organization.

Recenzijos

"This book does a marvelous job of exploring the complex connections between Asperger's and ADHD as well as implications for treatment. It has much to offer to mental health practitioners, parents and teachers"

Fred R. Volkmar, MD, Irving B. Harris Professor of Psychiatry, Child Study Center Yale University School of Medicine; editor, Encyclopedia of Autism; editor-in-chief, Journal of Autism and Developmental Disorders

"I read your book and really like all the case histories of adults, young adults, and children. It will provide valuable insights to parents and teachers."

Temple Grandin, PhD, professor of animal science, Colorado State University; author, The Autistic Brain and Thinking in Pictures-My Life with Autism

"This well-written and informative book draws upon research and Dr. Browns extensive clinical experience to fill a great need for clinicians, patients, and families. It presents clinical cases of highly intelligent people struggling with both ADHD and Asperger Syndrome (high functioning autism spectrum disorder). It wisely informs us of what they can do to improve their quality of life. I congratulate Dr. Brown for this unique book that serves a neglected population of people."

Russell A. Barkley, PhD, clinical professor of psychiatry, Medical University of South Carolina

"Drawing on his many decades of clinical work and meticulous research, Brown shows us the talents and strengths in this widely misunderstood group of children and adults. A major contribution, a beautiful book!"

Edward M. Hallowell, MD, author, New York Times bestseller Driven to Distraction as well as Delivered from Distraction and ADHD.2.0.

"Aspergers syndrome and ADHD often combine to create a complex profile of abilities. I recommend this informative and practical book for professionals and for parents.

Tony Attwood, PhD, clinical psychologist and associate professor, Griffith University, Queensland, Australia; author of The Complete Guide to Aspergers Syndrome.

"Dr. Thomas Brown has crafted a superb and widely accessible book focused on smart children and adults with ADHD who have specific strengths and interests, but who also encounter significant difficulties in social and school settings. This volume is well worth reading by clinicians, educators, and parents as well as those brilliant individuals dealing with Asperger's syndrome."

James F. Leckman, MD, PhD, Nelson Harris Professor of Child Psychiatry, Pediatrics and Psychology, Yale University

This book is a must read for mental health professionals, educators, and families interested in understanding the intersection between ADHD and Asperger Syndrome. A masterful storyteller, Brown uncovers the "central mystery of ADHD" and provides a science-based understanding within the framework of beautifully articulated stories of daily life in those overcoming challenges of ADHD with Asperger Syndrome.

Elizabeth A. Laugeson, PsyD, associate clinical professor of Psychiatry and Behavioral Sciences, UCLA Semel Institute; author of The Science of Making Friends; founder and director of the UCLA PEERS Clinic for individuals with social impairments.

ADHD with Asperger syndrome is a great challenge in clinical evaluation, diagnosis and treatment. In 12 case examples rich in details Dr. Brown shows how to help these children, teens and adults. This book will be beneficial for their families and friends as well as for mental health professionals,

Yufeng Wang, PhD, professor of Psychology, Peking University, Sixth Hospital Institute of Mental Health, Peking China; editor-in-Chief: Chinese Handbook of Attention Deficit/ Hyperactivity Disorder

"Very bright students with ADHD and Aspergers are not uncommon at MIT and other colleges. Dr. Browns scientific, yet very empathic discussion of the struggles of these students is a valuable gift to the students, their faculty, their clinicians and their families."

Xiaolu Hsi, PhD, clinical neuropsychologist, Student Mental Health Service, Massachusetts Institute of Technology, Massachusetts Mental Health Center, Harvard Medical School.

"Thomas Brown is a master at using vibrant story-telling to deliver cutting-edge research. His new book reminds us that all those with autism are not the same. ADHD and Asperger Syndrome in Smart Kids and Adults provides insights and understanding parents need to more effectively support their complex kids with ADHD, Asperger Syndrome, or both."

Elaine Taylor-Klaus, CPCC, PCC, CEO of ImpactParents.com; author of Essential Guide to Raising Complex Kids with ADHD, Anxiety, and More.

List of illustrations xi
About the Author xii
Acknowledgments xiii
Introduction: The Story of Dan and the Purposes of This Book 1(8)
Part I Starting Points and Potential Destinations 9(10)
1 Smart Adults with Late-Recognized Asperger Syndrome and Success
11(8)
This chapter excerpts the autobiographical writings of four extremely successful adults with Asperger syndrome.
Included are: a boy who dropped out of school before eighth grade and later became a university professor of journalism who won a Pulitzer prize as an outstanding music critic; a woman trapped in feeling "nerdy, shy, and socially inappropriate," shed her shame to become a successful writer and publisher mentoring others seeking self-understanding; a high school dropout who engineered exploding guitars for the rock band KISS, who runs an auto repair shop, and wrote a New York Times bestseller, Look me in the eye; and a gifted animal scientist born with classical autism, now Asperger syndrome, who thinks in pictures, has designed one third of the livestock handling facilities in the U.S., has published six books, and lectures widely on autism.
Part II Children and Teenagers 19(44)
2 Joshua
21(7)
Joshua suffered from severe social anxiety which required carefully adjusted treatment with medication, but he also had considerable difficulty from bullying by his peers.
His parents repeatedly told him that he was "gifted" and that his classmates were just jealous of him.
Much of his peer difficulty was reactive to his condescension toward classmates.
He was a gifted musician and functioned better in a new school where he could be with other students involved in music, but he needed considerable support to learn how to adapt to peer culture.
3 Sam
28(8)
Sam benefitted from participation in sports where he-did quite well, but he often antagonized peers and classmates by criticizing their performance.
His parents had chronic conflicts with one another over how much to confront Sam with unacceptable behavior vs. supporting him.
They also needed help to avoid giving him ineffective strategies for dealing with peers who teased him.
4 Bella
36(9)
Bella is a very bright and creative girl who distanced herself from classmates and spent most of her free time playing video games.
She was terrified of the transition from middle school to high school.
She responded well to therapeutic role-playing sessions to try out different ways of interacting with peers and to extra support from a high school counselor who helped to prepare her for transition to high school.
5 Jeremy
45(8)
Jeremy's parents were struggling with marital conflict as well as about how to deal with Jeremy's frequent problems with school.
When we began work together he was "on strike" in his classes insisting that he would not cooperate with teachers until they stopped the special education support services he found humiliating.
He also struggled with his conflicting loyalties for each parent and his fear that he would become like his mentally ill uncle.
His mother's sudden onset of cancer complicated the family dynamics and Jeremy's need for support.
6 Justin
53(10)
Justin was socially isolated and would bang his head on school walls and leave the classroom anytime he made a mistake.
Collaboration with his teachers helped set up interventions to avoid his maladaptive reactions to frustration.
His grandmother brought him to her home daily after school to get his homework done.
His family was initially fearful about using medications, but fine-tuned medication plus psychotherapy with Justin, his father and grandmother helped him improve his emotional disruptions, his schoolwork and interacting with peers.
Psychotherapy also helped him to address his concerns about growth and sexuality.
Part III Young Adults 63(40)
7 Anthony
65(9)
Anthony was obsessed with his desire to develop a relationship with a girlfriend, but he lacked the ability to understand how she could be less enthused about her brief experience in dating him than he was.
He lacked "theory of mind," the ability to understand and empathize with another person's point of view different from his own.
Despite cautions from several friends and me, he continued to try to see her even after being served a restraining order.
Only after being jailed for violating that order was he able to begin to understand what went wrong.
8 Drew
74(9)
Drew had a long history being brilliant with computer science, but also maintaining an arrogant and defiant attitude toward his parents and many of his teachers, not caring about how others felt about him.
His parents were unable to confront him effectively about this when he was in elementary school, high school or university.
When he totally wrecked three cars in motor vehicle accidents, they bought him a new pickup truck and allowed him to use their credit card for a 3 month solo trip.
He and his mother were unable to sustain treatment.
9 Sandra
83(9)
Sandra's inability to complete an undergraduate degree was due largely to her chronic difficulties with a type of Obsessive-Compulsive Disorder perfectionism combined with untreated ADHD.
However, Sandra also felt intense social anxiety and was very fearful about growing up and separating from her mother.
Her emotional turmoil and underlying depression led to occasional episodes of cutting herself which she described as a way to help herself feel emotions that otherwise she could not experience.
She needed a writing tutor and a course of psychotherapy to develop more self-acceptance and better understanding of her conflict.
10 Jorge
92(11)
Jorge had been diagnosed with ADHD, encopresis, and daytime enuresis prior to his evaluation with me when he was 8 years old.
His parents were divorced and his mother home-schooled him until eighth grade.
A bitter dispute between his parents about whether he should be treated with medication was resolved by the court.
With medication his schoolwork improved; he was placed in a small private school where he did very well.
For college, Jorge moved to another state where he lived with his father and eventually graduated with honors, despite continuing difficulties with independent functioning and social interactions.
Part IV Adults 103(30)
11 Richard
105(8)
Richard is extremely bright and was very successful in functioning within the confines of the academic world of college and law school, but he was not at all adept at managing social-emotional interactions in the work setting with his superiors or with others on the staff.
He was unable to develop an adequate mentor relationship with senior partners in either law firm.
He was not able to understand the importance of completing an assignment his supervisor was depending on; he could not see the situation from his supervisor's point of view.
He had similar problems in understanding the needs and expectations the girlfriend he was living with.
12 Loretta
113(9)
Although she had been very successful in her schooling and in becoming an attorney despite some language processing problems, Loretta's 40th birthday was upsetting for her because she felt like a failure for having ended a 4 year engagement and for her inability to sustain emotional closeness to others.
She struggled with intense ambivalence about social relationships and, like many other adults with Asperger syndrome, her ongoing conflicts over intimacy led to a significant depression in midlife.
13 Gary
122(11)
Gary was able to relate comfortably with the students he was teaching and coaching, but he found it quite difficult to develop reciprocal relationships with people his own age.
His relationship with the lesbian woman he met on the camp staff was his first experience in trying to develop a relationship with a woman.
When that relationship was lost, he was devastated.
The relationship he formed with another woman when he was with her as a patient on a psychiatric ward led quickly to their living together, getting married and having a child.
Soon after the birth of his son the relationship between Gary and his wife deteriorated emotionally for both of them, but he was able to sustain strong involvement with his son.
Part V Updates on ADHD, Asperger Syndrome and Overlap 133(62)
14 ADHD: Problems in the Brain's Self-Management System
135(23)
The stereotype of ADHD as simply a behavior problem of little boys who are constantly restless and rarely listen to what others say or expect has been replaced with a science-based understanding of ADHD as a complex problem in the unfolding development of the brain's self-management system, its executive functions.
This chapter explains that new understanding of ADHD, how it changes across development, and how it can be effectively treated.
15 Asperger Syndrome: Problems in the Brain's Social-Emotional System
158(20)
Asperger syndrome is a name for a cluster of characteristics related to social awkwardness and chronic difficulties in understanding one's own and others' emotions and point of view that is found in some children and adults with average or above average intelligence.
That syndrome, once a separate diagnosis, was eliminated from the diagnostic manual in 2013 and absorbed into the autism spectrum.
This chapter describes Asperger syndrome and advocates for recognizing it as a distinctive subtype within the autism spectrum.
16 Overlap and Complications on Complications
178(8)
Multiple research studies have demonstrated that half to two-thirds of those diagnosed with the higher-IQ form of autism previously known as Asperger syndrome also have ADHD.
It has also been shown that those on the autism spectrum with symptoms of ADHD tend to have significantly more difficulty with adaptive behavior in school, home and community and tend to benefit from ADHD treatments.
Conversely, approximately 18% of a sample of children diagnosed with ADHD also suffered from autistic traits and had more impaired functioning than those with ADHD alone.
Additionally, both ADHD and Asperger syndrome are often further complicated by additional disorders involving anxiety, mood, behavior problems and/or specific learning disorders.
17 Summary Observations and Resources
186(9)
Each of this book's 12 chapters about individuals includes reflections on that person's situation and efforts to provide support and treatment for them.
This chapter offers information and reflections about factors that seem important for many of the children, teens and adults described here as having both ADHD and Asperger syndrome.
Some of this information might be useful for adaptation and use with other children, teens, or adults with similar difficulties.
Following this information is a listing of books and other resources that offer additional information and support.
References 195(9)
Index 204
Thomas E. Brown, PhD, earned his doctorate in clinical psychology at Yale University and served on Yale faculty for 20 years. He has published five books on ADHD and now directs the Brown Clinic for Attention & Related Disorders in Manhattan Beach, CA.